Checklist for Evaluating English Texts

Textbook evaluation checklist

Layout:
Is the book arranged in an easy to read format with clear headings.
Do table of contents, glossary and index make information available for students in a well-organized and logically arranged manner?
Does the text use helpful graphics?
Is information organized by subject area?
Is the layout attractive?
Does it have visuals/art/good photo quality?

Content:
Does the textbook cover writing style, grammar, vocabulary, literary criticism, and linguistics?
Does it give clear examples illustrating the concepts it presents?
Does literature cover a wide variety of genre and writing style and does it include selections that will capture the students’ interest?
Does the textbook encourage higher level thinking?

Standards:
Does the textbook address and meet curriculum standards?
Does the textbook meet national and state standards?
Is the text written at an appropriate level for the students?
Is the book free from bias?

Activities:
Does the textbook present activities that enhance student’s learning?
Does it include interactive activities for use outside of the classroom?
Does it present critical thinking questions for each lesson or topic?
Does the textbook include flexibility and room for differentiation of instruction?
Does the textbook take into account different learning styles?

Here's a 2nd Checklist- we'll combine them?

Here are the categories that are listed on the UoP textbook analysis--perhaps there are some categories that we can add to our list if we think that the are important in choosing a textbook:

SCALE OF 5 (HIGH) TO 1 (LOW)

CONTENT

1. Agreement with national content area standards
2. Agreement with district goals and objectives
3. Freedom from bias (religious, gender, political, ethnic)
4. Use of primary source materials
5. Encouragement of higher order thinking skills

ORGANIZATION

1. Unit/chapter organization (introduction, summary, etc.)
2. Format (table of contents, glossary, index, bibliography)
3. Clear organizational structure (historical, thematic, etc.)

FLEXIBILITY

1. Suitability to different program models, types of classroom instruction, and time allocations
2. Provision for variety of student learning styles (visual, auditory, kinesthetic)

PHYSICAL CHARACTERISTICS

1. General attractiveness
2. Durability
3. Print/photograph/art/graphic/color quality

READABILITY

1. Publisher’s assessment of reading level
2. Analyst’s assessment of reading level
3. Clear writing style

SUPPORT MATERIALS

1. Practical and useful teacher’s manual
2. Variety of available materials (CD-ROMS, videos, transparencies, etc.)
3. Appropriate tests